ED 345 Calvin College Lesson Planning Form

Teacher:
Theme: Plants

Rylie Eastley

Date: November 6, 2105

Subject/ Topic/

I. Objectives
What is the main focus of this lesson?
Plant Parts
How does this lesson tie in to a unit plan? (If applicable.)
This lesson is the first lesson of the plant unit. It introduces the different parts of a plant and why plants
are important.

What are your objectives for this lesson? (As many as needed.) Indicate connections to
applicable national or state standards. If an objective applies to only certain students write the
name(s) of the student(s) to whom it applies.
1)
2)
3)
4)

Students
Students
Students
Students

will
will
will
will

be able to identify living vs. nonliving objects.

be able to identify the 6 different pats of plant.
be able to create a picture of plant that includes all of the plant parts.
begin to understand why plants are important to human life.

K-7 Standard L.OL: Develop an understanding that plants and animals (including humans) have basic
requirements for maintaining life which include the need for air, water, and a source of energy.
Understand that all life forms can be classified as producers, consumers, or decomposers as they are all
part of a global food chain where food/energy is supplied by plants which need light to produce
food/energy. Develop an understanding that plants and animals can be classified by observable traits and
physical characteristics. Understand that all living organisms are composed of cells and they exhibit cell
growth and division. Understand that all plants and animals have a definite life cycle, body parts, and
systems to perform specific life functions.
L.HE.02.13 Identify characteristics of plants (for example: leaf shape, flower type, color, size) that are
passed on from parents to young.
S.IA.02.12 Share ideas about science through purposeful conversation.
S.IA.02.13 Communicate and present findings of observations.
CCSS.ELA-LITERACY.SL.2.1
Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers
and adults in small and larger groups.
CCSS.ELA-LITERACY.SL.2.2
Recount or describe key ideas or details from a text read aloud or information presented orally or through
other media.

II. Before you start

Prerequisite knowledge
and skills.
Assessment
(formative and
summative)

*student took plant unit pre-assessment before start of unit

-Students will be able to recall basic plant parts from previous grades.
-Students will each create a picture of plant identifying all 6 plants parts
and later add each parts function.

Universal Design for Learning Networks/Domains (see UDL Guidelines)

RECOGNITION
Multiple Means of Representation
Options for Perception
-Both living and non-living items to
observe
-real plants
-Parts of Plant book

Options for Language/Symbols

-Students will real plant parts in book and
in real life.

Options for Comprehension

-activity that relates human body parts to
plant parts.
-Begin to discuss why plants are important
to human life.

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and do you have them?
Do you need to set up
your classroom in any
special way for this
lesson? If so, describe it.
III. The Plan
Tim
Parts
e
Motivatio
n
(Opening/
Introducti
on/
Engageme
nt)
1520
min
s

STRATEGIC
Multiple Means of Expression
(Action)
Options for action/interaction
-students will each get a living or
non living object and bring up to
front and tell class which they
think it is.
-Students will do movement
activity relation body parts to
human parts.
Options for Expression
-Students will convey plant parts
through movement, art project,
and later words.

Options for Executive Function

-students will begin to work on
plant parts art project that
identifies each part.
-Students will have class and
small group discussions.

AFFECTIVE
Multiple Means of
Engagement
Options for recruiting interest
-students will observe real plants.
-students will observe living and
non-living objects.

Options for Sustaining Effort &

Persistence
-students will get to create own
plant parts project using different
materials.
-students will do movement
activity.
Options for Self Regulation
-students will each have a plant
parts art project to work on
individually.

-17 living and non-living objects- plants, pumpkin, fruit, paperclip, pencil,
paper, marker, etc.
-materials for plant parts art project- popcorn, straws, popsicle sticks, pipe
cleaner, different colored paper and fuzzy paper, etc.
-Parts of a Plant book
-students start at rug, then go to desk, then to table where project material
is, then place around room to work on projects.

The description of (script for) the lesson, wherein you describe teacher
activities and student activities
1) Now that we have finished our communities unit, we are going to start our plant
unit!
-First, we are going to learn about living and nonliving objects. I am going to give
you each an object, then go to your seat and decide if you think it is living or
nonliving and write it on a sticky note! Make a line in front of me and I will pass out
the objects!
-students go to seats with object and discuss with table group and discuss with
group if they think it is living or nonliving.
2) Have a living and nonliving sign in front of the class, students bring up items one
by one and tell class why they think it is living or nonliving.
-after all items are sorted, call students to rug to make a circle around 2 piles, ask
what they think makes something living or non living?
-make a chart of characteristics of living and nonliving things.
Living things must be able to grow, reproduce, breathe/respiration, and move
-after chart is made, ask? Are there any objects we need to move? Why?

Developm
ent

3) Ask: Which pile are all the plants in? (living) Why are they living? Well, we are
going to learn more about plants and why they are important to us!
-Plants are made up of many parts just like we are, everybody stand up- quietly
wiggle your fingers, what do our fingers do? Wiggle your nose, feet, legs, touch your
ear, etc.-what does each body part do? Do we have body parts inside us that we
cant see, what are some examples? (Heart, lungs, etc.)
-Plants have body parts just like we do!
4) Everyone please go and get a sticky note and have a seat on the rug!
-I am going to read this book Plant Parts and every time you think you hear another
plant part, write it down on your sticky note!
-after teacher reads book, review with class the 6 different plant parts (and seed,
stem, root, leaves, fruit, flower/petal)
-pass around mini plants for children to observe and discuss which part is which!

15
min
s

35
min
s

Closure

5) Explain plant part art project and show teachers example!

-Have students gather around material table and give directions. Say:
You are each going to make a picture of plant using a different material for each
part! For example, If you use a straw at the stem, you cannot use a straw for the
roots too. Remember, there are 6 different plant parts, so you should use six
different materials. Ask: does anyone have any questions?
-Students go back to desk and teacher calls table groups to come and gather
materials.
6) When students are done, they will share with table group their art project. In a
later lesson, they will add plant part function.

Your reflection on the lesson including ideas for improvement for next time:
Overall, this lesson went very well! It involved a lot of movement, which is necessary for
this class. They had plenty of chances to get their wiggles out and refocus. Originally, I was
going to have the students learn about each plant parts function in this lesson. However, as I
was teaching it, the lesson was taking longer than anticipated and decided to do that in a
later lesson. I think it would have been too much information at one time for this class. The
students seemed to really enjoy this project and really get creative with the different plants
they made. Several commented that they enjoyed the mane different materials they could
use, each students project ended up looking so unique and different!
Many of the students were not able to finish creating their plant made out of different
materials. Some students seemed to repeatedly get up and get more materials that they did
not need. If I could do this again, I would try to give them clearer directions and more time to
finish their project so we would not have to take up more class time on another day. I also
should have made cleaning up and putting materials in the correct container a bigger deal;
the room was a mess by the end of the day!